The U.S. Department of Education released a data set in 2011-2012 regarding discipline in schools in the U.S. The data revealed Black girls were the fastest growing population of students experiencing suspension and expulsion. Compared to their White peers, Black girls were suspended at a rate of six times more. The theoretical framework for this research was Black feminism and intersectionality. The central research question was: How can teachers provide an equitable learning environment and address school discipline issues for Black girls? I chose three campuses where zero Black girls faced exclusionary discipline for the 2021-2022 school year. There was a total of seven participants; the teachers' classroom experience ranged from 3 years to over 25 years. Data collection occurred through semi-structured interviews, a focus group, and Panorama survey data. For this research, I used descriptive coding to look for themes. The results all pointed to student-teacher relationships to be the driving force of why students are not facing exclusionary discipline. Students are on the campus; however, their relationships within the classroom are imperative to keeping them in the classroom. Teachers must build community and communication necessary for students to feel safe and included. By providing community and communication, teachers and students will be able to work through behavioral issues within the classroom, which, in turn, will keep Black girls from facing exclusionary discipline. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]